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NURSING: 1st QUARTER > INTRO TO PROFESSION RN — EXAM 1 > Flashcards

INTRO TO PROFESSION RN — EXAM 1 Flashcards

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1
Q

Know the different professional roles of a nurse, specifically advocate, educator, administrator

A

— Caregiver
— Advocate —> protect your patient’s human/legal rights and provide assistance in asserting these rights if the need arises
— Educator —> works primarily in schools/programs of RN, staff development depts. of health care agencies, and patient education depts.
— Communicator
— Leader —> work w/ others to create a vision
— Manager —>
— RN Administrator
— Researcher: investigates problems to improve nursing care and further define/expand the scope of RN practice

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2
Q

Review State Nurse Practice Act

A

— State and provincial Nurse Practice Acts (NPAs) establish specific legal regulations for practice. The ANA is concerned with nursing practice, public recognition of the significance of nursing practice to health care, and implications for nursing practice regarding trends in health care.
— In the United States each State Board of Nursing oversees its NPA. The NPA regulates the scope of nursing practice for the state and protects public health, safety, and welfare. This includes protecting the public from unqualified and unsafe nurses.

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3
Q

Review topics a nurse would include at an interdisciplinary meeting about external forces that are influencing the practice of nursing

A

— Workplace issues, hazards, violence
— Staffing shortages
—Emerging Technologies
— Genomics
— Public Perception of Nursing
— Effect of Nursing on Politics and Health Policy
Chapter 1, slides 12 & 22

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4
Q

Review QSEN competency and slide 14 in the Chapter 1 Power Point

A

QSEN = Quality and Safety Education for Nurses
— Patient-Centered Care
— Teamwork and Collaboration
— Evidence-Based Practice
— Quality Improvement
— Safety
— Informatics
______________
Route for job progression
—LPN/LVN —> ADN/RN—> MA/MN/MSN —> APRN/CRNA/Doctorate (terminal degree)

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5
Q

Characteristics of the profession

A

Professions possess the following characteristics:
—An extended education of members and a basic liberal education foundation
—A theoretical body of knowledge leading to defined skills, abilities, and norms
— Provision of a specific service
— Autonomy in decision making and practice
— A code of ethics for practice
— Nursing shares each of these characteristics

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6
Q

Technological changes in healthcare do not replace sound personal judgement

A

Continue to provide the best-quality care in an efficient and economically sound manner including following established protocols, exercising timely well-planned patient discharge from a care setting, and judiciously using supplies and equipment

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7
Q

What defines nursing as a profession?

A

— Theory
— Autonomy + Accountability
— Service
— Code of Ethics

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8
Q

Five Pillars of South University’s conceptual framework

A

1. Caring: empathy, connection w/ patient, altruism, dignity, integrity, social justice, compassion
2. Communication: dynamic, complex, interactive process, verbal, nonverbal, therapeutic manner
3. Critical Thinking: highly devel. thought, assimilation of inquiry, reasoning, analysis, research, decision making
4. Professionalism: competency, legal, ethical, political, economic issues; used to influence stand. of practices, interpretations, shared beliefs
5. Holism: unity and completeness of person, body, mind, spirit and its influences; culture, religion, education, environment, SOLiving, interpersonal relationships, etc

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9
Q

South University’s Vision

A

To be globally recognized as the leader in preparing transformational clinicians for a dynamic healthcare environment

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10
Q

South University’s Mission

A

The CONPH Health exemplifies a diverse community of caring, competent nursing professionals who lead and inspire change in the healthcare environment

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11
Q

South University’s Purpose

A

Prepare professional leaders to deliver holistic culturally competent healthcare to diverse populations in an ever-changing world.

— South University graduates do not see adversities—they see opportunities

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12
Q

South University’s Philosphy

A

— The philosophy is congruent with the statements of purpose of South University and the College of Nursing and Public Health and describes faculty beliefs related to nursing, person, community, health, learning, and environment. These components are viewed independently and then interdependently to demonstrate the nursing faculty beliefs of the nursing profession.
— We believe that Nursing is a dynamic profession based upon the arts and sciences that works collaboratively with the person and the community to achieve holistic health care goals. Nursing blends scientific and technical skills with the humanistic art of caring to provide person and community centered care. The nurse models professionalism and caring by using effective communication and critical thinking in an ongoing effort to promote health and well-being in a comprehensive holistic manner.

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13
Q

Review South University’s vision, mission, purpose, philosophy statements and subheadings

A

Vision:
Mission:
Purpose:
Philosophy:

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14
Q

Review essential skills needed by nurses

A
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15
Q

What is theorist Clara Barton known for?

A

—Founder of American Red Cross
— Cared for soldiers on the battlefield-meeting basic needs, wound care and comforting soldiers at time of death

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16
Q

What is theorist Florence Nightingale known for?

A

— 1st practicing epidemiologist; showed how the connection between poor sanitation and diseases like cholera and dysentery using her keen mind and statistical analysis
— Organized first school of nursing in 1896 called Nightingale Training School for Nurses, at St. Thomas’ Hospital in London.
— Organized + improved sanitation in battlefield hospitals reducing the mortality rates at the Barracks Hospital in Scutari, Turkey from 42.7% to 2.2% in 6 months.
— Her practices remain a basic part of nursing today.
— Fun Fact: Nightingale volunteered during the Crimean War in 1853 and traveled the battlefield hospitals at night carrying her lamp; thus she was known as the “lady with the lamp.”

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17
Q

What were theorists Dorothea Lynde Dix & Mary Ann Ball known for?

A

— Organized hospitals and ambulances, appointed nurses, cared for the wounded soldiers, and managed supplies
— Mary Ann Ball was known as Mother Bickerdyke

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18
Q

What is theorist Harriet Tubman known for?

A

Active in the Underground Railroad movement and helped lead more than 300 slaves to freedom

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19
Q

What is theorist Mary Mahoney known for?

A

— First professionally educated African-American nurse concerned with relationships between cultures and races
— Brought forth an awareness of cultural diversity and respect for the individual, regardless of background, race, color, or religion

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20
Q

What were theorists Lillian Ward & Mary Brewster known for?

A

Opened the Henry Street Settlement, which focused on the health needs of the poor who lived in tenements in New York City

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21
Q

What is theorist Isabel Hampton Robb known for?

A

— Helped found the Nurses’ Associated Alumnae of the United States and Canada in 1896. This organization became the ANA in 1911.
—She authored many nursing textbooks and was one of the original founders of the American Journal of Nursing

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22
Q

What does ANA define nursing as?

A

The protection, promotion, and optimization of health and abilities; prevention of illness and injury; facilitation of healing; alleviation of suffering through the diagnosis and treatment of human response; and advocacy in the care of individuals, families, groups, communities, and populations

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23
Q

Define these healthcare services: preventive, primary, secondary, tertiary, restorative, and continuing care

A

— Preventative: preventive care is more disease oriented and focuses on reducing and controlling risk factors for disease through activities such as immunization and diet counseling.
— Primary: providing interventions to reduce the risk of a disease/illness through health education/promotion; federally funded
— Secondary: focuses on preventing the spread of disease, illness, or infection once it occurs
— Tertiary: focuses on reducing complications of long-term diseases/disabilities through treatment/rehabilitation
— Restorative: helps patient regain maximal functional status, improving QOL, and promoting independence, and self-care
— Continuing Care: help patients adapt to permanent health changes so they can remain active and engaged

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24
Q

Examples of Primary Care (Health Promotion)

A

— Health education to reduce risk of a disease/illnesses
— Diagnosis and treatment of common illnesses
— Ongoing management of chronic health problems
— Prenatal care
— Well-baby care
— Family planning
— Patient-centered medical home
— Ensuring communities have safe water sources
— Implementing blood-borne pathogen regulations
— Ensuring safe food handling with restaurant inspections

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25
Q

Examples of Secondary Prevention

A

— Health screenings (breast cancer, blood sugar, lipid blood levels, etc)
— Contact health care employees after exposure

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26
Q

Examples of Tertiary Prevention

A

— Achieve as high a level of functioning as possible, despite limitations caused by illness/impairment
— Help patients adapt to their impaired mobility after a stroke, in order to walk and prepare meals by themselves again.

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27
Q

Examples of Preventative Care

A

— Adult screenings for blood pressure, cholesterol, tobacco use, and cancer
— Pediatric screenings for hearing, vision, autism, and developmental disorders
— Human immunodeficiency virus (HIV) screening for adults at higher risk
— Wellness visits
— Immunizations
— Diet counseling
— Mental health counseling and crisis prevention
— Community legislation (seat belts, air bags, bike helmets)

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28
Q

Examples of Secondary (Acute) Care

A

— Urgent or emergency care
— Acute medical-surgical care: ambulatory, hospital
— Radiological procedures

29
Q

Examples of Tertiary Care

A

— Highly specialized: intensive care, inpatient psychiatric facilities
— Specialty care
e.g. neurology, cardiology, rheumatology, dermatology, oncology

30
Q

Examples of Restorative Care

A

— Rehabilitation programs (such as cardiovascular, pulmonary, orthopedic)
— Sports medicine
— Spinal cord injury programs
— Home care

31
Q

Examples of Continuing Care

A

— Long-term care (LTC): assisted living, nursing centers
— Psychiatric and older-adult day care

32
Q

ANA standards of practice

A

Standards of Nursing Practice

Care: Relational and requires you as a nurse to understand a patient’s needs so that you can individualize nursing therapies

Curing: Help patients understand their health problems, manage their symptoms and cope

Coordination: Involves organizing and timing medical and other professional and technical services to meet the holistic needs of a patient

33
Q

Stages of Behavior Change: CONTEMPLATION

A

— Considering a change within the next 6 months.
— Patient says that he or she is seriously considering a change.
_________
Example statement: “I have a problem, and I really think I need to work on it.”

34
Q

Stages of Behavior Change: PREPARATION

A

— Has tried to make changes, but without success.
— Patient intends to take action in the next month.
__________
*Example statement: “I started to exercise regularly, but it didn’t last long. I’ll probably try again in a few weeks.”

35
Q

Stages of Behavior Change: ACTION

A

— Actively engaged in strategies to change behavior.
— This stage sometimes lasts up to 6 months.
— Requires commitment of time and energy.
___________
Example statement: “I am really working hard to stop smoking.”

36
Q

Stages of Behavior Change: MAINTENANCE

A

— Sustained change over time.
— This stage begins 6 months after action has started and continues indefinitely.
— It is important to avoid relapse.
__________
Example statement: “I need to avoid people who smoke so I’m not tempted to start smoking again.”

37
Q

Discharge planning and barriers to discharge planning

A

— Discharge planning begins the moment a patient is admitted to a hospital
— Discharge planning = coordinated, interdisciplinary process that develops a plan for continuing care after a patient leaves a health care agency
— Patients are being discharged ”quicker and sicker”
— Focus = ensure that a patient transitions to the setting in which his/her health care needs can be appropriately met

38
Q

MDS

A
39
Q

Hourly rounding

A
40
Q

Mental Health facilities and assessments

A
41
Q

Acute Care average length of stay

A

2-3 days

42
Q

Acute vs Chronic Illness

A

— Acute: illness < 6 months; S/Sx = abrupt, intense, short-term
— Chronic: illness > 6 months; S/Sx = fluctuates b/w maximal functioning and serious health relapses

43
Q

Internal Variables + Examples

A

Patient’s perceptions of symptoms and the nature of illnesses
_______________
Examples
— Developmental stage: helps you predict response
— Emotional factors: anxiety/stress influences beliefs
— Intellectual background: past exp./misinformation regarding health/illness
— Spiritual factors: impacts/motivates your way of living

44
Q

External Variables + Examples

A

Influencing a patient’s illness behavior include the visibility of symptoms, social group, cultural variables, accessibility of the health care system, social support
_______________
Examples
— Family role + practices (insiders/outsiders): how health is defined/illness; any preventative health values
— Socioeconomic factors: determinants of health that increases risk for illness; access? Cost? Reimbursement to agencies/patient?

45
Q

Define risk factor

A

Any attribute, quality, trait, or environmental condition that increases vulnerability of an individual, community, or population to an illness or accident
— They do not cause diseases/accidents, but increase the likelihood.

46
Q

Nonmodifiable Risk + Examples

A

cannot be changed; use your knowledge of NM risks to provide secondary prevention
________
e.g. age, gender, genetics, and family history

47
Q

Modifiable Risk Factors + Examples

A

Lifestyle practices and health-related behaviors (can be changed); practices of negative effects are risk factors
___________
e.g. poor nutrition, insufficient rest/sleep, poor hygiene

48
Q

Stages of Behavior Change: PRECONTEMPLATION

A

— Does not intend to make changes within the next 6 months.
— Patient is unaware of the problem or underestimates it.
_________
Example statement: ”There is nothing that I really need to change.”

49
Q

Stages of behavior change

A

Precontemplation —> Contemplation —> Preparation —> Action —> Maintenance

50
Q

Healthy People 2020 goals for middle schoolers

A
  1. Achieve higher quality longer lives FREE of disease, disability, injury, and premature death
  2. Eliminate health disparities
  3. Create social/physical environments that promote healthy for everyone
  4. Promote QOL, healthy development, and healthy behaviors across the lifespan
51
Q

Loss of a limb and how a patient/family would cope

A
52
Q

Goals of smoking cessation and primary interventions

A

— Reduce/Eliminate smoking
— Health education to reduce risk of developing cancer/illness
—

53
Q

Phases of Therapeutic relationships with patients

A
54
Q

Nontherapeutic communication

A
55
Q

What does AIDET stand for? What is the purpose?

A

AIDET = Acknowledge, Introduce yourself, Duration, Explanat—ion, Thanks

56
Q

What are the best interventions to help a stroke patient with their speech?

A
57
Q

False reassurance

A

When you assure or comfort the client about something that is not based on fac

58
Q

Maslow’s Hierarchy

A

Basic Human Needs Model helps you understand an individual’s motivation to achieve optimal health

59
Q

Phases of the helping relationship

A

— Pre-interaction
— Orientation
— Working
— Termination

60
Q

Pre-interaction phase

A

Before meeting the client:
— Review available data, including the medical and nursing history
— Talk to other caregivers who have information about the client
— Anticipate health concerns or issues that arise
— Identify a location and setting that fosters comfortable, private interaction
— Plan enough time for the initial interaction

61
Q

Orientation phase

A

When the RN and patient meet and get to know one another:
—Set the tone for the relationship by adopting a warm, empathetic, caring manner
— Recognize that the initial relationship is often superficial, uncertain, and tentative
— Expect the patient to test your competence and commitment
— Closely observe the patient and expect to be closely observed by the patient
— Begin to make inferences and form judgments about patient messages and behaviors
— Assess the patient’s health status
— Prioritize the patient’s problems and ID their goals
— Clarify the patient’s and your roles
— Form contracts with the patient that specify who will do what
— Let the patient know when to expect the relationship to be terminated

62
Q

Working phase

A

When the RN and patient work together to solve problems and accomplish goals:
— Encourage and help the patient express feelings about his or her health
— Encourage and help the patient with self-exploration
— Provide information needed to understand and change behaviour
— Encourage and help the patient set goals
— Take action to meet the goals set with the patient
— Use therapeutic communication skills to facilitate successful interactions
— Use appropriate self-disclosure and confrontation

63
Q

The termination phase

A

During the ending of the relationship:
— Remind the patient that termination is near
— Evaluate goal achievement with the patient
— Reminisce about the relationship with the patient
— Separate from the patient by relinquishing responsibility for his/her care
— Achieve a smooth transition for the patient to other caregivers as needed

64
Q

Elements of professional communication

A

— Courtesy
— Use of names
— Trustworthiness
— Autonomy and responsibility
— Assertiveness

65
Q

Examples of therapeutic communication techniques

A

— Active listening
— Sharing observations, empathy, hope, humor, feelings
— Using touch, silence
— Providing information
— Clarifying
— Focusing
— Paraphrasing
— Summarizing
— Ask relevant questions
— Self-disclosure
— Confrontation

66
Q

SOLER for active listening

A

S — Sit facing the client
O — Open posture (keep arms and legs _un_crossed
L — Lean toward the client
E —Eye contact (establish and maintain)
R — Relax

67
Q

Examples of nontherapeutic communication techniques

A

— Asking personal questions (being nosy, invasive, unnecessary)
— Giving personal opinions
— Changing the subject
— Automatic responses
— False reassurance
— Sympathy
— Asking for an explanation
— Approval/disapproval
— Defensive response
— Passive/aggressive response
— Arguing

68
Q

Factors influencing communication

A

— Psychophysiological: internal factors influencing communication
— Relational: nature of relationship among participants
— Situational: reason for communication
— Environmental: physical surroundings, in which communication takes place
— Cultural:* sociocultural elements that affect an interaction

NURSING: 1st QUARTER (9 decks)

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